Journal articles on the topic 'Motor task acquisition'
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1
Gonda, Shahar, Anat Shkedy Rabani, Naama Horesh, and Lior Shmuelof. "Fast and specific: insights into the acquisition and generalization of motor acuity." Journal of Neurophysiology 122, no. 6 (December 1, 2019): 2354–63. http://dx.doi.org/10.1152/jn.00558.2018.
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Motor acuity is considered to be the outcome of prolonged practice and to involve morphological changes in the motor cortex. We have previously designed a curved pointing task, the arc pointing task (APT), to study motor acuity acquisition, defined as a change in the speed-accuracy tradeoff function (SAF) of the task. Here, we studied the generalization of motor acuity between hands and between tasks (drawing the arc in the opposite direction and with the untrained hand) and the effect of training duration on motor acuity. We report that training-induced motor acuity improvement did not generalize across hands and across tasks performed with the same hand, suggesting a task-specific representation of motor acuity. To our surprise, the largest gains in motor acuity, measured both by changes in SAF and by improvement in multiple kinematic variables, were seen following a short exposure to the task. Our results suggest that motor acuity training-induced improvement is task specific and that motor acuity starts to improve following a very short practice. NEW & NOTEWORTHY We report that training induced motor acuity improvement does not generalize from one hand to another or between movements that are performed with the same effector. Furthermore, significant improvements in acuity were found following a very short exposure to the task (∼20 trials). Therefore, our results suggest that the nervous system has the capacity to rapidly improve motor acuity.
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Buetefisch, Cathrin M., Kate Pirog Revill, Linda Shuster, Benjamin Hines, and Michael Parsons. "Motor demand-dependent activation of ipsilateral motor cortex." Journal of Neurophysiology 112, no. 4 (August 15, 2014): 999–1009. http://dx.doi.org/10.1152/jn.00110.2014.
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The role of ipsilateral primary motor cortex (M1) in hand motor control during complex task performance remains controversial. Bilateral M1 activation is inconsistently observed in functional (f)MRI studies of unilateral hand performance. Two factors limit the interpretation of these data. As the motor tasks differ qualitatively in these studies, it is conceivable that M1 contributions differ with the demand on skillfulness. Second, most studies lack the verification of a strictly unilateral execution of the motor task during the acquisition of imaging data. Here, we use fMRI to determine whether ipsilateral M1 activity depends on the demand for precision in a pointing task where precision varied quantitatively while movement trajectories remained equal. Thirteen healthy participants used an MRI-compatible joystick to point to targets of four different sizes in a block design. A clustered acquisition technique allowed simultaneous fMRI/EMG data collection and confirmed that movements were strictly unilateral. Accuracy of performance increased with target size. Overall, the pointing task revealed activation in contralateral and ipsilateral M1, extending into contralateral somatosensory and parietal areas. Target size-dependent activation differences were found in ipsilateral M1 extending into the temporal/parietal junction, where activation increased with increasing demand on accuracy. The results suggest that ipsilateral M1 is active during the execution of a unilateral motor task and that its activity is modulated by the demand on precision.
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Goettl, Barry P. "Contextual Interference Effects on Acquisition and Transfer of a Complex Motor Task." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1220–24. http://dx.doi.org/10.1177/154193129403801817.
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Research in motor skill and verbal memory suggests that random sequencing of trials results in retention and transfer that is superior to blocked presentation of trials. The contextual interference effect is based largely on relatively simple motor and verbal tasks. The present study explores the generalizability of the contextual interference effect to a complex flight simulator task. Subjects (66 males and 45 females) were assigned to three groups (i.e., whole-task, part-task blocked, and part-task sequenced) and trained on a desktop flight simulator. Part-task blocked subjects practiced 13 component tasks presented in blocks (low contextual interference), and part-task sequenced subjects practiced the same component tasks presented in a sequence that was repeated several times (high contextual interference). It was predicted that part-task sequenced subjects would show superior retention and transfer compared to blocked subjects. Results indicated that whole-task subjects showed the best retention and the two part-task groups did not differ. Additionally, all three groups showed equivalent performance on the transfer task. These results suggest that the contextual interference effect may not generalize to complex tasks.
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Baylor, Ann M., and Nisim Benjuya. "H-Reflexes during a Motor Skill Acquisition Task." Perceptual and Motor Skills 69, no. 2 (October 1989): 659–70. http://dx.doi.org/10.2466/pms.1989.69.2.659.
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H-reflex amplitudes were studied during the acquisition of a motor skill involving coordinated isometric plantar-flexion at the ankle joints as subjects learned to trace a triangular pattern on an oscilloscope screen by controlling plantar-flexion torque applied against load cells. Torque feedback was presented on a subject oscilloscope with the right foot controlling a vertical cursor and the left foot a horizontal cursor. Eleven subjects reached criterion performance. H-reflexes were recorded from the right soleus and timed to the initiation of soleus muscle activity to plantarflex the foot. Average time to complete one trial decreased from 9 sec. in the prelearning block to 4 sec. postlearning. No single learning strategy was evident as subjects varied widely in their levels of H-reflex amplitude, but during postlearning, H-reflex amplitude became consistent within subjects as tracing performance became faster and accurate.
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Ritter, Frank E., Martin K. C. Yeh, Yu Yan, Ka-Chun Siu, and Dmitry Oleynikov. "Effects of Varied Surgical Simulation Training Schedules on Motor-Skill Acquisition." Surgical Innovation 27, no. 1 (October 21, 2019): 68–80. http://dx.doi.org/10.1177/1553350619881591.
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There have been many studies to evaluate the effect of training schedules on retention; however, these usually compare only 2 drastically different schedules, massed and distributed, and they have tended to look at declarative knowledge tasks. This study examined learning on a laparoscopic surgery simulator using a set of procedural or perceptual-motor tasks with some declarative elements. The study used distributed, massed, and 2 hybrid-training schedules that are neither distributed nor massed. To evaluate the training schedules, 23 participants with no previous laparoscopic experience were recruited and randomly assigned to 1 of the 4 training schedules. They performed 3 laparoscopic training tasks in eight 30-minute learning sessions. We compared how task time decreased with each schedule in a between-participants design. We found participants in all groups demonstrated a decrease in task completion time as the number of training sessions increased; however, there were no statistically significant differences in participants’ improvement on task completion time between the 4 different training schedule groups, which suggested that time on task is more important for learning these tasks than the training schedule.
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Coxon, James P., Nicola M. Peat, and Winston D. Byblow. "Primary motor cortex disinhibition during motor skill learning." Journal of Neurophysiology 112, no. 1 (July 1, 2014): 156–64. http://dx.doi.org/10.1152/jn.00893.2013.
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Motor learning requires practice over a period of time and depends on brain plasticity, yet even for relatively simple movements, there are multiple practice strategies that can be used for skill acquisition. We investigated the role of intracortical inhibition in the primary motor cortex (M1) during motor skill learning. Event-related transcranial magnetic stimulation (TMS) was used to assess corticomotor excitability and inhibition thought to involve synaptic and extrasynaptic γ-aminobutyric acid (GABA). Short intracortical inhibition (SICI) was assessed using 1- and 2.5-ms interstimulus intervals (ISIs). Participants learned a novel, sequential pinch-grip task on a computer in either a repetitive or interleaved practice structure. Both practice structures showed equivalent levels of motor performance at the end of acquisition and at retention 1 wk later. There was a novel task-related modulation of 1-ms SICI. Repetitive practice elicited a greater reduction of 1- and 2.5-ms SICI, i.e., disinhibition, between rest and task acquisition, compared with interleaved practice. These novel findings support the use of a repetitive practice structure for motor learning because the associated effects within M1 have relevance for motor rehabilitation.
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Pavlides, C., E. Miyashita, and H. Asanuma. "Projection from the sensory to the motor cortex is important in learning motor skills in the monkey." Journal of Neurophysiology 70, no. 2 (August 1, 1993): 733–41. http://dx.doi.org/10.1152/jn.1993.70.2.733.
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1. The projection from the somatosensory cortex to the primary motor cortex has been proposed to play an important role in learning novel motor skills. This hypothesis was examined by studying the effects of lesions to the sensory cortex on learning of new motor skills. 2. We used two experimental paradigms to reveal the effects of lesions on learning of new motor skills. One task was to catch a food pellet falling at various velocities. The other task was to catch a food pellet from a rotating level. Both tasks required acquisition of novel motor skills. 3. The training was started after a lesion of the hand area in the somatosensory cortex of one hemisphere. In both tasks, monkeys had severe difficulty in learning the new skills with the hand contralateral to the ablated somatosensory cortex, compared with the hand contralateral to the intact hemisphere. 4. After acquisition of the motor skill in the hand contralateral to intact hemisphere, lesion of the somatosensory cortex hand area did not abolish the learned motor skill. 5. In control experiments, monkeys were trained to pick up a food pellet from a rotating board. This task did not necessitate acquisition of new motor skills, but could be performed by utilizing existing motor skills. Lesion in the somatosensory cortex before or after the training did not affect the execution of this task by either hand. 6. It is concluded that the corticocortical projection from the somatosensory to the motor cortex plays an important role in learning new motor skills, but not in the execution of existing motor skills.
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Dancey, Erin, Bernadette Murphy, Danielle Andrew, and Paul Yielder. "Interactive effect of acute pain and motor learning acquisition on sensorimotor integration and motor learning outcomes." Journal of Neurophysiology 116, no. 5 (November 1, 2016): 2210–20. http://dx.doi.org/10.1152/jn.00337.2016.
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Previous work has demonstrated differential changes in early somatosensory evoked potentials (SEPs) when motor learning acquisition occurred in the presence of acute pain; however, the learning task was insufficiently complex to determine how these underlying neurophysiological differences impacted learning acquisition and retention. To address this limitation, we have utilized a complex motor task in conjunction with SEPs. Two groups of 12 participants ( n = 24) were randomly assigned to either a capsaicin (capsaicin cream) or a control (inert lotion) group. SEP amplitudes were collected at baseline, after application, and after motor learning acquisition. Participants performed a motor acquisition task followed by a pain-free retention task within 24–48 h. After motor learning acquisition, the amplitude of the N20 SEP peak significantly increased ( P < 0.05) and the N24 SEP peak significantly decreased ( P < 0.001) for the control group while the N18 SEP peak significantly decreased ( P < 0.01) for the capsaicin group. The N30 SEP peak was significantly increased ( P < 0.001) after motor learning acquisition for both groups. The P25 SEP peak decreased significantly ( P < 0.05) after the application of capsaicin cream. Both groups improved in accuracy after motor learning acquisition ( P < 0.001). The capsaicin group outperformed the control group before motor learning acquisition ( P < 0.05) and after motor learning acquisition ( P < 0.05) and approached significance at retention ( P = 0.06). Improved motor learning in the presence of capsaicin provides support for the enhancement of motor learning while in acute pain. In addition, the changes in SEP peak amplitudes suggest that early SEP changes reflect neurophysiological alterations accompanying both motor learning and mild acute pain.
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Dancey, Erin, Paul Yielder, and Bernadette Murphy. "Does Location of Tonic Pain Differentially Impact Motor Learning and Sensorimotor Integration?" Brain Sciences 8, no. 10 (September 24, 2018): 179. http://dx.doi.org/10.3390/brainsci8100179.
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Recent work found that experimental pain appeared to negate alterations in cortical somatosensory evoked potentials (SEPs) that occurred in response to motor learning acquisition of a novel tracing task. The goal of this experiment was to further investigate the interactive effects of pain stimulus location on motor learning acquisition, retention, and sensorimotor processing. Three groups of twelve participants (n = 36) were randomly assigned to either a local capsaicin group, remote capsaicin group or contralateral capsaicin group. SEPs were collected at baseline, post-application of capsaicin cream, and following a motor learning task. Participants performed a motor tracing acquisition task followed by a pain-free retention task 24–48 h later while accuracy data was recorded. The P25 (p < 0.001) SEP peak significantly decreased following capsaicin application for all groups. Following motor learning acquisition, the N18 SEP peak decreased for the remote capsaicin group (p = 0.02) while the N30 (p = 0.002) SEP peaks increased significantly following motor learning acquisition for all groups. The local, remote and contralateral capsaicin groups improved in accuracy following motor learning (p < 0.001) with no significant differences between the groups. Early SEP alterations are markers of the neuroplasticity that accompanies acute pain and motor learning acquisition. Improved motor learning while in acute pain may be due to an increase in arousal, as opposed to increased attention to the limb performing the task.
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Schugens, Markus M., Caterina Breitenstein, Hermann Ackermann, and Irene Daum. "Role of the Striatum and the Cerebellum in Motor Skill Acquisition." Behavioural Neurology 11, no. 3 (1999): 149–57. http://dx.doi.org/10.1155/1999/870175.
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Motor skill acquisition was investigated in patients with Parkinson's disease (PD) or cerebellar dysfunction using two sensory-guided tracking tasks. The subjects had to learn to track a visual target (a square) on a computer screen by moving a joystick under two different conditions. In the unreversed task, the horizontal target movements were semi-predictable and could be anticipated. In the reversed task, the horizontal movements of a pointer which had to be kept within the target square were mirror-reversed to the joystick movements. PD patients showed intact learning of the semi-predictable task and reduced learning of the mirror-reversed task; patients with cerebellar dysfunction showed the opposite pattern. These findings are discussed in relation to the differential contribution of the cerebellum and the striatum to motor skill acquisition: the cerebellum appears to participate in the implementation of anticipatory movements, whereas the striatum may be critically involved in types of motor learning which require a high degree of internal elaboration.
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Seidler, R. D., and D. C. Noll. "Neuroanatomical Correlates of Motor Acquisition and Motor Transfer." Journal of Neurophysiology 99, no. 4 (April 2008): 1836–45. http://dx.doi.org/10.1152/jn.01187.2007.
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The acquisition of new motor skills is dependent on task practice. In the case of motor transfer, learning can be facilitated by prior practice of a similar skill. Although a multitude of studies have investigated the brain regions contributing to skill acquisition, the neural bases associated with the savings seen at transfer have yet to be determined. In the current study, we used functional MRI to examine how brain activation differs during acquisition and transfer of a visuomotor adaptation task. Two groups of participants adapted manual aiming movements to three different rotations of the feedback display in a sequential fashion, with a return to baseline display conditions between each rotation. Subjects showed a savings in the rate of adaptation when they had prior adaptive experiences (i.e., positive transfer of learning). This savings was associated with a reduction in activity of brain regions typically recruited early in the adaptation process, including the right inferior frontal gyrus, primary motor cortex, inferior temporal gyrus, and the cerebellum (medial HIII). Moreover, although these regions exhibit activation that is correlated across subjects with the rate of acquisition, the degree of savings at transfer was correlated with activity in the right cingulate gyrus, left superior parietal lobule, right inferior parietal lobule, left middle occipital gyrus, and bilaterally in the cerebellum (HV/VI). The cerebellar activation was in the regions surrounding the posterior superior fissure, which is thought to be the site of storage for acquired internal models. Thus we found that motor transfer is associated with brain activation that typically characterizes late learning and storage. Transfer seems to involve retrieval of a previously formed motor memory, allowing the learner to move more quickly through the early stage of learning.
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Jarus, Tal, and Tzipi Gutman. "Effects of Cognitive Processes and Task Complexity on Acquisition, Retention, and Transfer of Motor Skills." Canadian Journal of Occupational Therapy 68, no. 4 (October 2001): 255–64. http://dx.doi.org/10.1177/000841740106800409.
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This experiment was designed to investigate the effect of cognitive problem-solving operations (termed contextual interference) and complexity of tasks on the acquisition retention and transfer of motor skills. Ninety-six children, ages 7.5-9.5 practised the task of throwing beanbags under either low contextual interference (blocked practice), high contextual interference (random practice) or medium contextual interference (combined practice). Half of the participants acquired a complex task and the other half a simple task. All participants performed 30 acquisition trials, 9 retention trials and 4 transfer trials. Results indicated that participants who practised in the blocked practice group did not differ in their performance whether they acquired complex or simple tasks. On the other hand, participants from the random and combined practice groups who acquired simple tasks performed better than those who acquired complex tasks. These findings support the hypothesis that there is a limit to the interference during practice that will benefit retention and transfer, thus creating the contextual interference effect. It seems that the complex-task condition combined with random or combined practice schedule increased the difficulty of acquisition, possibly impeding the cognitive processing during acquisition, thus impairing the learning process.
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Beurskens, Rainer, Dennis Brueckner, Hagen Voigt, and Thomas Muehlbauer. "Cognitive and motor task performance under single- and dual-task conditions: effects of consecutive versus concurrent practice." Experimental Brain Research 239, no. 8 (June 18, 2021): 2529–35. http://dx.doi.org/10.1007/s00221-021-06130-8.
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AbstractThe concurrent execution of two or more tasks simultaneously results in performance decrements in one or both conducted tasks. The practice of dual-task (DT) situations has been shown to decrease performance decrements. The purpose of this study was to investigate the effects of consecutive versus concurrent practice on cognitive and motor task performance under single-task (ST) and DT conditions. Forty-five young adults (21 females, 24 males) were randomly assigned to either a consecutive practice (INT consecutive) group, a concurrent practice (INT concurrent) group or a control (CON) group (i.e., no practice). Both INT groups performed 2 days of acquisition, i.e., practicing a cognitive and a motor task either consecutively or concurrently. The cognitive task required participants to perform an auditory stroop task and the number of correct responses was used as outcome measure. In the motor task, participants were asked to stand on a stabilometer and to keep the platform as close to horizontal as possible. The time in balance was calculated for further analysis. Pre- and post-practice testing included performance assessment under ST (i.e., cognitive task only, motor task only) and DT (i.e., cognitive and motor task simultaneously) test conditions. Pre-practice testing revealed no significant group differences under ST and DT test conditions neither for the cognitive nor the motor task measure. During acquisition, both INT groups improved their cognitive and motor task performance. The post-practice testing showed significantly better cognitive and motor task values under ST and DT test conditions for the two INT groups compared to the CON group. Further comparisons between the two INT groups revealed better motor but not cognitive task values in favor of the INT consecutive practice group (ST: p = 0.022; DT: p = 0.002). We conclude that consecutive and concurrent practice resulted in better cognitive (ST condition) and motor (ST and DT test conditions) task performance than no practice. In addition, consecutive practice resulted in superior motor task performance (ST and DT test conditions) compared to concurrent practice and is, therefore, recommended when executing DT practice schedules.
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Torriani-Pasin, Camila, Gisele Carla dos Santos Palma, Cristiane Matsumoto Jakabi, Cinthya Walter, Andrea Michele Freudenheim, and Umberto César Correa. "Motor Learning of a cognitive-motor task after stroke." Revista Brasileira de Educação Física e Esporte 34, no. 1 (June 4, 2020): 1–9. http://dx.doi.org/10.11606/issn.1981-4690.v34i1p1-9.
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The aim of this study was investigated a maze learning in stroke individuals. Forty participants assigned into two groups: experimental (stroke participants; n = 20) and control (neurologically healthy participants; n = 20). The study involved an acquisition phase, a transfer test, and a short-and longterm retention tests. The task consisted in complete a maze, with paper and pen, in the shortest time possible. The dependent variables were execution time and error. Data were analyzed with an Anova- two way with Repeated Measures for these variables. Results showed learning for both groups, but with the experimental group having worse performance compared to control group mainly related error. It was also seen the impact promoted in the task has impaired both groups in the transfer test performance.
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Torriani-Pasin, Camila, Gisele Carla dos Santos Palma, Cristiane Matsumoto Jakabi, Cinthya Walter, Andrea Michele Freudenheim, and Umberto César Correa. "Motor Learning of a cognitive-motor task after stroke." Revista Brasileira de Educação Física e Esporte 34, no. 1 (June 4, 2020): 1–9. http://dx.doi.org/10.11606/1807-5509202000010001.
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The aim of this study was investigated a maze learning in stroke individuals. Forty participants assigned into two groups: experimental (stroke participants; n = 20) and control (neurologically healthy participants; n = 20). The study involved an acquisition phase, a transfer test, and a short-and longterm retention tests. The task consisted in complete a maze, with paper and pen, in the shortest time possible. The dependent variables were execution time and error. Data were analyzed with an Anova- two way with Repeated Measures for these variables. Results showed learning for both groups, but with the experimental group having worse performance compared to control group mainly related error. It was also seen the impact promoted in the task has impaired both groups in the transfer test performance.
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Goetz, L., and K. Gee. "Teaching Visual Attention in Functional Contexts: Acquisition and Generalization of Complex Visual Motor Skills." Journal of Visual Impairment & Blindness 81, no. 3 (March 1987): 115–17. http://dx.doi.org/10.1177/0145482x8708100308.
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A three-year-old girl with multiple severe disabilities including aphakia was taught to visually attend to stimulus items in a training program that emphasized functional, age-appropriate visual motor tasks that required the use of vision for successful task completion. Within these task contexts, use of a repeated prompting procedure was successful in establishing visual attention, and generalization of visual attention to untrained tasks was observed. Additionally, increases in visual attention, whether trained or generalized, were associated with improved motor skill accuracy in the absence of any direct motor skill training on several tasks. Results are discussed in terms of classroom implications for vision “stimulation” programs and in terms of visual attention as a critical skill that may show multiple treatment effects.
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Pereira, Tiago, Ana Maria Abreu, and Alexandre Castro-Caldas. "Understanding Task- and Expertise-Specific Motor Acquisition and Motor Memory Formation and Consolidation." Perceptual and Motor Skills 117, no. 1 (August 2013): 108–29. http://dx.doi.org/10.2466/23.25.pms.117x14z0.
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O’Brien, Sinead, Danielle Andrew, Mahboobeh Zabihhosseinian, Paul Yielder, and Bernadette Murphy. "Proximal Upper Limb Sensorimotor Integration in Response to Novel Motor Skill Acquisition." Brain Sciences 10, no. 9 (August 22, 2020): 581. http://dx.doi.org/10.3390/brainsci10090581.
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Previous studies have shown significant changes in cortical and subcortical evoked potential activity levels in response to motor training with the distal upper-limb muscles. However, no studies to date have assessed the neurological processing changes in somatosensory evoked potentials (SEPs) associated with motor training whole-arm movements utilizing proximal upper-limb muscles. The proximal upper-limb muscles are a common source of work-related injuries, due to repetitive glenohumeral movements. Measuring neurophysiological changes following performance of a proximal motor task provide insight into potential neurophysiological changes associated with occupational postures and movements involving proximal upper limb muscles. This study sought to assess the impact of a novel motor skill acquisition task on neural processing of the proximal upper-limb muscle groups, through the measurement of short-latency median nerve SEPs. One group of 12 participants completed a novel motor training task, consisting of tracing a sinusoidal waveform varying in amplitude and frequency. Baseline SEP measurements were recorded from each participant, followed by a mental recitation control task. Pre-test SEP measurements were then recorded, followed by the motor training task, and post-test SEP recordings. The participants completed the tracing with their right thumb, using glenohumeral rotation only to move their hand. Significant improvements in task accuracy were demonstrated, indicating that motor acquisition had occurred. Significant changes were also seen in the N11, N13, N20, N24, P25, and the N30 SEP peaks were seen following the motor training task. Conclusion: Early SEPs appear to be a sensitive measure of changes in sensorimotor integration in response to novel motor skill acquisition within the proximal upper-limb muscles.
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Lee, Timothy D., Gabriele Wulf, and Richard A. Schmidt. "Contextual Interference in Motor Learning: Dissociated Effects Due to the Nature of Task Variations." Quarterly Journal of Experimental Psychology Section A 44, no. 4 (May 1992): 627–44. http://dx.doi.org/10.1080/14640749208401303.
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The contextual interference effect in motor learning refers to the interference that results from practising a task within the concept of other tasks in a practice session. Several studies have shown that practice under conditions of high contextual interference (i.e. with a random practice order) degrades performance during acquisition trials, compared to low contextual interference conditions (i.e. with a blocked order, where practice is completed on one task before practice on another task is undertaken). In contrast to acquisition performance, random practice usually leads to more effective learning than blocked practice, as measured by retention and transfer tests. One of the hypotheses regarding the effect suggests that a random practice schedule induces more extensive planning operations during practice than a blocked practice condition. If so, then differences between these two conditions should emerge to the degree that the set of tasks requires complete reconstruction of these planning operations on each trial. To address this issue, we compared four groups of subjects: a blocked and random group that practised three timing tasks that shared a common characteristic (same relative timing), and a blocked and random group that practised three tasks that each had different relative timing structures. Subjects practised these tasks on each of two days, with a retention test and two transfer tests that required either a relative timing structure that had been practised previously or had not previously been practised. No random/ blocked differences occurred regardless of the relative timing of the patterns during acquisition or retention. However, for both transfer tests, random practice enhanced learning only for the group that had practised with tasks that each had different relative timing during acquisition. Implications of these results for an explanation of contextual interference are discussed.
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Missiuna, Cheryl. "Motor Skill Acquisition in Children with Developmental Coordination Disorder." Adapted Physical Activity Quarterly 11, no. 2 (April 1994): 214–35. http://dx.doi.org/10.1123/apaq.11.2.214.
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Children with developmental coordination disorder (DCD) demonstrate coordination difficulties during the learning of novel motor skills; no previous studies, however, have investigated their ability to learn and then generalize a new movement. This study compared 24 young children with DCD with 24 age-matched control children (AMC) during the early stages of learning a simple aiming task. Children with DCD were found to perform more poorly than their peers on measures of acquired motor skill, and to react and move more slowly at every level of task performance. The effect of age and its relationship to practice of the task was also different within each group. The groups did not differ, however, in their rate of learning, or in the extent to which they were able to generalize the learned movement. Children with DCD sacrificed more speed than the AMC group when aiming at a small target, but the effects of amplitude and directional changes were quite similar for each group. The implications of these findings are discussed.
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Olivier, Geneviève N., Christopher S. Walter, Serene S. Paul, Leland E. Dibble, and Sydney Y. Schaefer. "How Common Is the Exponential Decay Pattern of Motor Skill Acquisition? A Brief Investigation." Motor Control 25, no. 3 (July 1, 2021): 451–61. http://dx.doi.org/10.1123/mc.2020-0043.
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Motor performance is classically described as improving nonlinearly with practice, demonstrating rapid improvements early in practice with stabilization later, which is commonly modeled by exponential decay functions. However, retrospective analyses of our previously collected data challenge this theoretical model of motor skill acquisition, suggesting that a majority of individual learners actually demonstrate patterns of motor improvement different from this classical model. A convenience sample of young adults, older adults, and people with Parkinson disease trained on the same functional upper-extremity task. When fitting three-parameter exponential decay functions to individual participant data, the authors found that only 13.3% of young adults, 40.9% of older adults, and 66.7% of adults with Parkinson disease demonstrated this “classical” skill acquisition pattern. Thus, the three-parameter exponential decay pattern may not well-represent individuals’ skill acquisition of complex motor tasks; instead, more individualized analysis methods may be warranted for advancing a theoretical understanding of motor skill acquisition.
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Bera, Krishn, Anuj Shukla, and Raju S. Bapi. "Motor Chunking in Internally Guided Sequencing." Brain Sciences 11, no. 3 (February 26, 2021): 292. http://dx.doi.org/10.3390/brainsci11030292.
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Motor skill learning involves the acquisition of sequential motor movements with practice. Studies have shown that we learn to execute these sequences efficiently by chaining several elementary actions in sub-sequences called motor chunks. Several experimental paradigms, such as serial reaction task, discrete sequence production, and m × n task, have investigated motor chunking in externally specified sequencing where the environment or task paradigm provides the sequence of stimuli, i.e., the responses are stimulus driven. In this study, we examine motor chunking in a class of more realistic motor tasks that involve internally guided sequencing where the sequence of motor actions is self-generated or internally specified. We employ a grid-navigation task as an exemplar of internally guided sequencing to investigate practice-driven performance improvements due to motor chunking. The participants performed the grid-sailing task (GST) (Fermin et al., 2010), which required navigating (by executing sequential keypresses) a 10 × 10 grid from start to goal position while using a particular type of key mapping between the three cursor movement directions and the three keyboard buttons. We provide empirical evidence for motor chunking in grid-navigation tasks by showing the emergence of subject-specific, unique temporal patterns in response times. Our findings show spontaneous chunking without pre-specified or externally guided structures while replicating the earlier results with a less constrained, internally guided sequencing paradigm.
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Jarus, Tal, Emily H. Wughalter, and John G. Gianutsos. "Effects of Contextual Interference and Conditions of Movement Task on Acquisition, Retention, and Transfer of Motor Skills by Women." Perceptual and Motor Skills 84, no. 1 (February 1997): 179–93. http://dx.doi.org/10.2466/pms.1997.84.1.179.
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This experiment was designed to investigate varying conditions of contextual interference within two different conditions of movement tasks during acquisition on the acquisition and retention of a computerized task and transfer to a functional skill. Performance of head movements was conducted under open- or closed-task conditions and with random or blocked schedules of practice. Analysis indicated that learning under the open-task condition resulted in better retention and transfer than the closed-task condition. It is suggested that increasing the within-trial variability in the open-task condition produced a contextual interference effect. In this regard, support for Battig's predictions is provided by the current findings in that the high variability present during the open-task condition was more beneficial for retention and transfer than the low variability present during the closed-task condition. Differences between random and blocked schedules of practice on the retention and transfer data were not statistically significant.
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Iserbyt, Peter, Bob Madou, Lieven Vergauwen, and Daniel Behets. "Effects of Peer Mediated Instruction with Task Cards on Motor Skill Acquisition in Tennis." Journal of Teaching in Physical Education 30, no. 1 (January 2011): 31–50. http://dx.doi.org/10.1123/jtpe.30.1.31.
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This study compared the motor skill effects of a peer teaching format by means of task cards with a teacher-centered format. Tennis performance of eighth grade students (n = 55) was measured before and after a four week intervention period in a regular physical education program. Results show that peer mediated learning with task cards accomplishes motor goals almost as well as a teacher-centered format in a technical sport like tennis. In addition, it is discussed that peer mediated learning settings with task cards could offer a powerful learning environment, emphasizing social as well as motor goals in physical education.
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Lemos Fonseca, Marcus, Jean‐François Daneault, Gloria Vergara‐Diaz, Ana Paula Quixadá, Ângelo Frederico Souza de Oliveira e Torres, Eduardo Pondé de Sena, João Paulo Bomfim Cruz Vieira, et al. "Motor skill acquisition during a balance task as a process of optimization of motor primitives." European Journal of Neuroscience 51, no. 10 (January 3, 2020): 2082–94. http://dx.doi.org/10.1111/ejn.14649.
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Weber, Robert C., and Joanne Thorpe. "Teaching Children with Autism through Task Variation in Physical Education." Exceptional Children 59, no. 1 (September 1992): 77–86. http://dx.doi.org/10.1177/001440299205900108.
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The purpose of the study was to determine whether the technique of task variation (with maintenance tasks interspersed) (TV) is more effective in the acquisition of gross motor skills for students with autism than a constant task (CT) condition in a physical education setting. Subjects were 12 male students with autism, ages 11 to 15 years. The study included pretest-posttest administration of the I CAN assessment of Gross Motor Skills to assess skills such as overhand throw, kick, and vertical jump. After a 6-week treatment period, the TV condition was significantly more effective than the CT condition, at the .05 level.
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Paul, Serene S., Sydney Y. Schaefer, Genevieve N. Olivier, Christopher S. Walter, Keith R. Lohse, and Leland E. Dibble. "Dopamine Replacement Medication Does Not Influence Implicit Learning of a Stepping Task in People With Parkinson’s Disease." Neurorehabilitation and Neural Repair 32, no. 12 (November 9, 2018): 1031–42. http://dx.doi.org/10.1177/1545968318809922.
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Introduction. Treatment of Parkinson’s disease (PD) with exogenous dopamine (ie, levodopa) may positively affect motor symptoms, but may negatively affect other functions such as the learning of motor skills necessary for rehabilitation. This study aimed to determine whether levodopa medication affects general and sequence-specific learning of a stepping task and the transfer of movement skill to untrained balance tasks in people with PD. Methods. Participants with PD were randomized to practice “on” (n = 14) or “off” (n = 13) levodopa medication. Participants practiced 6 blocks of 6 trials of 24 steps of a stepping task over an acquisition period of 3 consecutive days, followed by single retention blocks of 6 trials 2 and 9 days later. Participants were also assessed on untrained balance (ie, transfer) tasks “on” levodopa before practice and following late retention. Results. There were no between-group differences in general learning, sequence-specific learning, or transfer of skill to untrained balance tasks ( P > .05). Both groups demonstrated general and sequence-specific learning ( P < .001) and trends for improvement in untrained tasks ( P < .001 to P = .26) following practice. Detailed analysis of early acquisition revealed no difference between medication groups. Conclusion. People with PD improved performance on the stepping task with practice. The between-group effect sizes were small, suggesting that levodopa medication status (“on” versus “off”) during practice did not significantly affect general or sequence-specific learning of the task or components of early acquisition. The practice dose required to optimally result in functional improvements in untrained balance tasks, including reductions in falls, remains to be determined.
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Jarus, Tal, and Yael Loiter. "The Effect of Kinesthetic Stimulation on Acquisition and Retention of a Gross Motor Skill." Canadian Journal of Occupational Therapy 62, no. 1 (April 1995): 23–29. http://dx.doi.org/10.1177/000841749506200105.
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The role of kinesthetic stimulation in motor learning and performance of a gross motor task was investigated. Forty healthy female adult volunteers, ages 20 to 30 years old, were required to learn a gross motor task involving the kicking of a ball. Subjects were randomly assigned to one of two training groups, a kinesthetic stimulus group or a non-kinesthetic stimulus group. Results indicated that kinesthetic stimulation during practice and retention phases seemed to enhance task acquisition. Kinesthetic stimulation may have provided important feedback information for the learners that might have enabled them to make the necessary adjustments during performance. In addition, it appears that the stimulation affected the motor memory processes and left a more stable representation of the movement pattern. The use of continuous pressure as a means of kinesthetic stimulation for the facilitation of motor skill acquisition is recommended, although further research is required in order to generalize these findings to the clinic.
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Fulop, Ann C., Raymond H. Kirby, and Glynn D. Coates. "Use of Rhythm in Acquisition of a Computer-Generated Tracking Task." Perceptual and Motor Skills 75, no. 1 (August 1992): 59–66. http://dx.doi.org/10.2466/pms.1992.75.1.59.
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This research assessed whether rhythm aids acquisition of motor skills by providing cues for the timing of those skills. Rhythms were presented to participants visually or visually with auditory cues. It was hypothesized that the auditory cues would facilitate recognition and learning of the rhythms. The three timing principles of rhythms were also explored. It was hypothesized that rhythms that satisfied all three timing principles would be more beneficial in learning a skill than rhythms that did not satisfy the principles. Three groups learned three different rhythms by practicing a tracking task. After training, participants attempted to reproduce the tracks from memory. Results suggest that rhythms do help in learning motor skills but different sets of timing principles explain perception of rhythm in different modalities.
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Fearon, Conor, Louise Newman, Brendan Quinlivan, John Butler, Tim Lynch, and Richard Reilly. "INVESTIGATION OF MOTOR LEARNING IN PARKINSON'S DISEASE USING AN ACTION ACQUISITION TASK." Journal of Neurology, Neurosurgery & Psychiatry 86, no. 11 (October 14, 2015): e4.85-e4. http://dx.doi.org/10.1136/jnnp-2015-312379.175.
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Movement learning is complex, involving multiple structures including cortex, cerebellum and the basal ganglia. In idiopathic Parkinson's disease (PD) there is initial loss of dopaminergic innervation to the caudal putamen, which governs habitual movement. With disease progression, however, this spreads to involve more anterior regions of the basal ganglia involved in goal-directed behaviour.Given the loss of phasic dopamine signaling in these areas we expect motor learning to be impaired in PD. The goal of this study is to investigate movement learning in PD and healthy controls using a computer-based action acquisition task.A cohort of PD patients and age-matched healthy controls were asked to repeatedly manipulate a joystick in order to move an unseen cursor on a computer screen, initially to a seen target (task 1) and then to an unseen target (task 2). By examining how these movements are refined in order to locate the target from task 1 to task 2 (which requires action selection by the basal ganglia) we quantify the rate at which movements are learned.The results show differences in parameters associated with the execution of the action acquisition task for the PD cohort when compared to healthy controls, supporting impaired motor learning in PD.
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Ben-Porat, Ori, Moshe Shoham, and Joachim Meyer. "Control Design and Task Performance in Endoscopic Teleoperation." Presence: Teleoperators and Virtual Environments 9, no. 3 (June 2000): 256–67. http://dx.doi.org/10.1162/105474600566781.
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Endoscopic surgery, while offering considerable gains for the patient, has created new difficulties for the surgeon. One problem is the fulcrum effect, which causes the movement of a surgical instrument, as seen on the monitor, to be in the opposite direction to the movement of the surgeon's hand. The problem has been shown to impede the acquisition of endoscopic skills. Teleoperated robotic arms may circumvent this problem by allowing different control-response relations. Four alternative control designs of a teleoperated device were compared in a simulated endoscopic task. A rigid teleoperated robotic arm with two degrees of freedom representing a surgical tool was coupled to a joystick in a position control mode. Feedback was provided through a video display. Participants without prior experience in endoscopy performed a target acquisition task, first by pointing the robotic arm at the targets, and later by maneuvering an object. Performance was measured under four different combinations of visual-motor mapping (normal/reversed), and the joystick's orientation (upwards/downwards). Task completion time under normal visual-motor mapping was found to be significantly shorter than under reversed visual-motor mapping, emphasizing the potential advantage of a teleoperated endoscopic system. The joystick's orientation affected the maneuvering of an object under only the reversed visual-motor mapping, implying that the positioning of a surgical tool and the manipulation of tissues or objects with the tool may be differentially affected by the control design.
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Edwards, Jacqueline M., Digby Elliott, and Timothy D. Lee. "Contextual Interference Effects during Skill Acquisition and Transfer in Down’s Syndrome Adolescents." Adapted Physical Activity Quarterly 3, no. 3 (July 1986): 250–58. http://dx.doi.org/10.1123/apaq.3.3.250.
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An experiment is reported that investigated the effects of contextual interference on motor skill acquisition, and transfer of training in Down’s syndrome adolescents. Twenty Down’s syndrome adolescents and 20 nonhandicapped mental age controls learned a coincident anticipation timing task using either a random or a blocked training schedule. For transfer to a novel but similar task, subjects from both populations evidenced beneficial effects due to random practice. These data are discussed in terms of recent developments for strategy enhancement in motor learning by mentally retarded individuals.
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Buell, Cathy, Frank Pettigrew, and Stephen Langendorfer. "Effect of Perceptual Style Strength on Acquisition of a Novel Motor Task." Perceptual and Motor Skills 65, no. 3 (December 1987): 743–47. http://dx.doi.org/10.2466/pms.1987.65.3.743.
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The purpose of this study was to investigate the effect of the strength of perceptual style preference on the acquisition of a novel motor task. The Physical Needs element of the Learning Style Inventory was administered to 98 students, 14 to 15 yr. old, to determine the strength of their perceptual preferences for processing auditory, visual, and kinesthetic/tactile information. Subjects practiced the tennis-ball basket-bounce test as a novel task 8 times (3 practice and 5 test trials) per day for 9 days. Subjects were grouped according to the strength of their perceptual preferences: Group 1 ( n = 15) in the top quartile on all perceptual modes; Group 2 ( n = 16) at the median on all modes; and Group 3 ( n = 14) in the bottom quartile on all modes. Scores on the ball-bounce task were compared across groups using a 3 (groups) × 9 (days) analysis of variance. There were over-all significant differences between perceptual-preference groups and across days, but no significant interaction was detected. The composite strength of perceptual-style preference as measured is potentially important in acquisition of this motor skill.
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Baarbé, Julianne, Paul Yielder, Julian Daligadu, Hushyar Behbahani, Heidi Haavik, and Bernadette Murphy. "A novel protocol to investigate motor training-induced plasticity and sensorimotor integration in the cerebellum and motor cortex." Journal of Neurophysiology 111, no. 4 (February 15, 2014): 715–21. http://dx.doi.org/10.1152/jn.00661.2013.
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Our group set out to develop a sensitive technique, capable of detecting output changes from the posterior fossa following a motor acquisition task. Transcranial magnetic stimulation (TMS) was applied over the right cerebellar cortex 5 ms in advance of test stimuli over the left cerebral motor cortex (M1), suppressing test motor-evoked potentials (MEPs) recorded in a distal hand muscle. Ten participants typed the letters Z, D, F, and P in randomized 8-letter sequences for ∼15 min, and 10 participants took part in the control condition. Cerebellar-M1 recruitment curves were established before and after the motor acquisition task. Cerebellar inhibition at 50% (CBI50) was defined as the intensity of cerebellar-M1 stimulations that produced MEPs that were 50% of the initial test MEP. Collection also occurred at stimulator intensities 5 and 10% above CBI50. A significant interaction effect of group (experimental and control) vs. time (pre- and postintervention) was observed [ F(1,18) = 4.617, P = 0.046]. Post hoc tests showed a significant effect for the learning task in the experimental group [ F(1,9) = 10.28, P = 0.01]. Further analysis showed specific disinhibition at CBI50 ( P = 0.04), CBI50+5% ( P = 0.008), and CBI50+10% ( P = 0.01) for the experimental group only. Reaction time ( P < 0.001) and accuracy ( P = 0.006) improved significantly following practice, implying that disinhibition coincides with motor learning. No changes, however, were seen in the control condition. We conclude that this protocol is a sensitive technique that may be used to study cerebellar disinhibition with motor acquisition in vivo.
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Fu, Jian, Cong Li, Xiang Teng, Fan Luo, and Boqun Li. "Compound Heuristic Information Guided Policy Improvement for Robot Motor Skill Acquisition." Applied Sciences 10, no. 15 (August 3, 2020): 5346. http://dx.doi.org/10.3390/app10155346.
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Discovering the implicit pattern and using it as heuristic information to guide the policy search is one of the core factors to speed up the procedure of robot motor skill acquisition. This paper proposes a compound heuristic information guided reinforcement learning algorithm PI2-CMA-KCCA for policy improvement. Its structure and workflow are similar to a double closed-loop control system. The outer loop realized by Kernel Canonical Correlation Analysis (KCCA) infers the implicit nonlinear heuristic information between the joints of the robot. In addition, the inner loop operated by Covariance Matrix Adaptation (CMA) discovers the hidden linear correlations between the basis functions within the joint of the robot. These patterns which are good for learning the new task can automatically determine the mean and variance of the exploring perturbation for Path Integral Policy Improvement (PI2). Compared with classical PI2, PI2-CMA, and PI2-KCCA, PI2-CMA-KCCA can not only endow the robot with the ability to realize transfer learning of trajectory planning from the demonstration to the new task, but also complete it more efficiently. The classical via-point experiments based on SCARA and Swayer robots have validated that the proposed method has fast learning convergence and can find a solution for the new task.
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Kearney, Philip E., and Phil Judge. "Successful Transfer of a Motor Learning Strategy to a Novel Sport." Perceptual and Motor Skills 124, no. 5 (July 7, 2017): 1009–21. http://dx.doi.org/10.1177/0031512517719189.
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This study investigated whether secondary school students who were taught a motor learning strategy could transfer their knowledge of the strategy to learning a novel task. Twenty adolescents were randomly allocated to a strategy or control group. The strategy group was taught Singer’s five-step learning strategy, while the control group received information on the evolution and biomechanics of the basketball free throw. Both groups received three 1-hour practice sessions on a modified basketball shooting task. After one month, participants were introduced to the transfer task, golf putting. Performance accuracy was recorded for all tasks, and participants completed questionnaires regarding strategy use during practice. Participants taught the five-step learning strategy successfully recalled and applied it after a 1-month interval, and they demonstrated superior performance on both acquisition and transfer tasks, relative to the control group. Physical education teachers and coaches should consider using this learning strategy to enhance the learning of closed motor skills.
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Lewanzik, Daniel, and Holger R. Goerlitz. "Task-dependent vocal adjustments to optimize biosonar-based information acquisition." Journal of Experimental Biology 224, no. 1 (November 24, 2020): jeb234815. http://dx.doi.org/10.1242/jeb.234815.
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ABSTRACTAnimals need to acquire adequate and sufficient information to guide movements, yet information acquisition and processing are costly. Animals thus face a trade-off between gathering too little and too much information and, accordingly, actively adapt sensory input through motor control. Echolocating animals provide a unique opportunity to study the dynamics of adaptive sensing in naturally behaving animals, as every change in the outgoing echolocation signal directly affects information acquisition and the perception of the dynamic acoustic scene. Here, we investigated the flexibility with which bats dynamically adapt information acquisition depending on a task. We recorded the echolocation signals of wild-caught Western barbastelle bats (Barbastella barbastellus) while they were flying through an opening, drinking on the wing, landing on a wall and capturing prey. We show that the echolocation signal sequences during target approach differed in a task-dependent manner; bats started the target approach earlier and increased the information update rate more when the task became increasingly difficult, and bats also adjusted the dynamics of call duration shortening and peak frequency shifts accordingly. These task-specific differences existed from the onset of object approach, implying that bats plan their sensory-motor programme for object approach exclusively based on information received from search call echoes. We provide insight into how echolocating animals deal with the constraints they face when sequentially sampling the world through sound by adjusting acoustic information flow from slow to extremely fast in a highly dynamic manner. Our results further highlight the paramount importance of high behavioural flexibility for acquiring information.
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Liu, Yajie, Wanying Jiang, Yuqing Bi, and Kunlin Wei. "Sensorimotor knowledge from task-irrelevant feedback contributes to motor learning." Journal of Neurophysiology 126, no. 3 (September 1, 2021): 723–35. http://dx.doi.org/10.1152/jn.00174.2021.
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When the motor system faces perturbations, such as fatigue or new environmental changes, it adapts to these changes by voluntarily selecting new action plans or implicitly fine-tuning the control. We show that the action selection part can be enhanced without practice or explicit instruction. We further demonstrate that this enhancement is probably linked to the acquisition of abstract knowledge about the to-be-adapted novel visual feedback. Our findings draw an interesting parallel between motor and perceptual learning by showing that top-down information affects both types of procedural learning.
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Walia, Pushpinder, Kavya Narendra Kumar, and Anirban Dutta. "Neuroimaging Guided Transcranial Electrical Stimulation in Enhancing Surgical Skill Acquisition. Comment on Hung et al. The Efficacy of Transcranial Direct Current Stimulation in Enhancing Surgical Skill Acquisition: A Preliminary Meta-Analysis of Randomized Controlled Trials. Brain Sci. 2021, 11, 707." Brain Sciences 11, no. 8 (August 18, 2021): 1078. http://dx.doi.org/10.3390/brainsci11081078.
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Surgical skill acquisition may be facilitated with a safe application of transcranial direct current stimulation (tDCS). A preliminary meta-analysis of randomized control trials showed that tDCS was associated with significantly better improvement in surgical performance than the sham control; however, meta-analysis does not address the mechanistic understanding. It is known from skill learning studies that the hierarchy of cognitive control shows a rostrocaudal axis in the frontal lobe where a shift from posterior to anterior is postulated to mediate progressively abstract, higher-order control. Therefore, optimizing the transcranial electrical stimulation to target surgical task-related brain activation at different stages of motor learning may provide the causal link to the learning behavior. This comment paper presents the computational approach for neuroimaging guided tDCS based on open-source software pipelines and an open-data of functional near-infrared spectroscopy (fNIRS) for complex motor tasks. We performed an fNIRS-based cortical activation analysis using AtlasViewer software that was used as the target for tDCS of the motor complexity-related brain regions using ROAST software. For future studies on surgical skill training, it is postulated that the higher complexity laparoscopic suturing with intracorporeal knot tying task may result in more robust activation of the motor complexity-related brain areas when compared to the lower complexity laparoscopic tasks.
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Figueiredo, L. S., H. Ugrinowitsch, A. B. Freire, J. B. Shea, and R. N. Benda. "External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer." Perceptual and Motor Skills 125, no. 2 (January 19, 2018): 400–416. http://dx.doi.org/10.1177/0031512517753503.
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Providing the learner control over aspects of practice has improved the process of motor skill acquisition, and self-controlled knowledge of results (KR) schedules have shown specific advantages over externally controlled ones. A possible explanation is that self-controlled KR schedules lead learners to more active task involvement, permitting deeper information processing. This study tested this explanatory hypothesis. Thirty undergraduate volunteers of both sexes, aged 18 to 35, all novices in the task, practiced transporting a tennis ball in a specified sequence within a time goal. We compared a high-involvement group (involvement yoked, IY), notified in advance about upcoming KR trials, to self-controlled KR (SC) and yoked KR (YK) groups. The experiment consisted of three phases: acquisition, retention, and transfer. We found both IY and SC groups to be superior to YK for transfer of learning. Postexperiment participant questionnaires confirmed a preference for receiving KR after learner-perceived good trials, even though performance on those trials did not differ from performance on trials without KR. Equivalent IY and SC performances provide support for the benefits of task involvement and deeper information processing when KR is self-controlled in motor skill acquisition.
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Santos, Caroline Moreira Souza, Marcela Montovanelli Rodrigues, Deborah Cristina Gonçalves Luiz Fernani, Ana Paula Coelho Figueira Freire, Carlos Bandeira de Mello Monteiro, and Maria Tereza Artero Prado. "Motor learning in children and adolescents institutionalized in shelters." Fisioterapia em Movimento 30, no. 4 (December 2017): 725–32. http://dx.doi.org/10.1590/1980-5918.030.004.ao07.
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Abstract Introduction: Children and adolescents living in shelters may present with impaired motor development, cognitive function, as well as speech and understanding; psychological alterations; and hyperactivity. All of these factors may be detrimental to motor learning. Objective: To investigate motor learning in children and adolescents living in shelters, and to compare it with that of individuals living in a family context. Methods: We assessed 36 individuals who were divided into groups: an experimental group, composed of institutionalized children and adolescents (EG, n=18), and a control group (CG, n = 18) that was matched by age and sex. Motor learning was assessed using a maze test in three stages: acquisition, retention and transfer. The data were analyzed using the Shapiro Wilk, Wilcoxon, Mann Whitney, Kruskal Wallis tests and Dunn’s post-test (p < 5%). Results: The EG had a longer task performance time than the CG. There was a significant reduction in task performance time between the first (EG = 11.05 [8.50-14.85]s; CG:7.65 [5.95-10.23]s) and the last task performance block (EG:8.02 [6.86-10.23]s; GC: 5.50 [4.50-6.82]s) in both groups. When comparing the variables of the last acquisition (GE:8.02[6.86-10.23]s; GC: 5.50[4.50-6.82]s), retention (GE:8.20[7.09-9.89]s;GC:5.35[4.50-6.22]s) and transfer blocks (GE:8.30[6.28-11.43]s; GC:5.30[4.90-6.82]s) in each group, we found no changes in task performance time between test batteries. Conclusion: Individuals living in shelters showed a motor learning deficit, as evidenced by longer task performance time when compared to their controls. Nevertheless, both groups performed the task in a similar manner.
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Lakhani, Bimal, Michael R. Borich, Jacob N. Jackson, Katie P. Wadden, Sue Peters, Anica Villamayor, Alex L. MacKay, Irene M. Vavasour, Alexander Rauscher, and Lara A. Boyd. "Motor Skill Acquisition Promotes Human Brain Myelin Plasticity." Neural Plasticity 2016 (2016): 1–7. http://dx.doi.org/10.1155/2016/7526135.
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Experience-dependent structural changes are widely evident in gray matter. Using diffusion weighted imaging (DWI), the neuroplastic effect of motor training on white matter in the brain has been demonstrated. However, in humans it is not known whether specific features of white matter relate to motor skill acquisition or if these structural changes are associated to functional network connectivity. Myelin can be objectively quantifiedin vivoand used to index specific experience-dependent change. In the current study, seventeen healthy young adults completed ten sessions of visuomotor skill training (10,000 total movements) using the right arm. Multicomponent relaxation imaging was performed before and after training. Significant increases in myelin water fraction, a quantitative measure of myelin, were observed in task dependent brain regions (left intraparietal sulcus [IPS] and left parieto-occipital sulcus). In addition, the rate of motor skill acquisition and overall change in myelin water fraction in the left IPS were negatively related, suggesting that a slower rate of learning resulted in greater neuroplastic change. This study provides the first evidence for experience-dependent changes in myelin that are associated with changes in skilled movements in healthy young adults.
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Goldberger, Michael, and Philip Gerney. "Effects of Learner Use of Practice Time on Skill Acquisition of Fifth Grade Children." Journal of Teaching in Physical Education 10, no. 1 (October 1990): 84–95. http://dx.doi.org/10.1123/jtpe.10.1.84.
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The purpose of this study was to examine the effects of two teaching formats under Mosston’s practice style on the motor skill acquisition of school-age children. In these popular formats, referred to elsewhere as station work, learning centers, and circuit training, the teacher designs a series of tasks. In the teacher-rotated format (TR) the teacher systematically moves learners from task to task, while in the learner-rotated format (LR) the learners individually decide on task order and the amount of time to spend on each task. The present study examined the effects of these formats as fifth grade children practiced a football punting skill. While both formats were generally found to be effective, for low ability children the conditions provided by the LR format were found to be more profitable. It is recommended that teachers (a) be more sensitive to the tendency of learners not to use their practice time efficiently and (b) establish clear minimal engagement levels.
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Jourden, Forest J., Albert Bandura, and Jason T. Banfield. "The Impact of Conceptions of Ability on Self-Regulatory Factors and Motor Skill Acquisition." Journal of Sport and Exercise Psychology 13, no. 3 (September 1991): 213–26. http://dx.doi.org/10.1123/jsep.13.3.213.
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This study tested the hypothesis that conceptions of ability affect self-regulatory processes and the acquisition rate of a perceptual-motor skill. Subjects performed a rotary pursuit task under induced cognitive sets that task performance reflected inherent aptitude or acquirable skill. Their perceived self-efficacy, affective self-reactions, and performance attainments were measured over a series of trials. Subjects who performed the task under the inherent-aptitude conception of ability displayed no growth in perceived self-efficacy across phases, negative self-reactions to performances, low interest in the activity, and a limited level of skill development. In contrast, those who performed the task under the conception of ability as an acquirable skill displayed growth in perceived self-efficacy, positive self-reactions to their performances, widespread interest in the activity, and a high level of skill acquisition. The stronger the positive self-reactions, the greater the subsequent performance attainments.
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Ghorbani, Saeed, Amir Dana, and Zynalabedin Fallah. "The effects of external and internal focus of attention on motor learning and promoting learner’s focus." Biomedical Human Kinetics 11, no. 1 (January 1, 2019): 175–80. http://dx.doi.org/10.2478/bhk-2019-0024.
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SummaryStudy aim: External focus of attention is considered as a critical factor in the OPTIMAL theory of motor learning. This theory proposes that external focus of attention facilitates motor performance and learning because it promotes focusing on the task goal. However, the effects of external focus of attention on focusing on the task goal are not well understood. The aim of this study was, therefore, to investigate the effects of an external focus of attention versus an internal focus of attention on motor learning and promoting focus of the learner on the task goal.Material and methods: Thirty-six right-handed male students (mean age 21.16 ± 1.85 years old) with no prior experiences with the motor task were randomly assigned to three groups: external focus, internal focus, and control groups. Participants were asked to throw darts at a target during an acquisition phase (10 blocks of six trials each) and during subsequent retention and transfer tests. Throwing accuracy and focus on the task goal were measured as dependent variables. Analysis of variance (ANOVA) with repeated measures as well as a one-way ANOVA was used to analyze the differences in accuracy scores between groups during the acquisition phase as well as retention and transfer tests, respectively. The significance level was set at p < .05. The author supervised all phases of the experiment.Results: The results showed that adopting an external focus promoted a focus on the task goal and resulted in significantly better motor learning than adopting an internal focus and control conditions (p < 0.05).Conclusions: The findings of the present study provided support for the propositions of the OPTIMAL theory and showed that adopting an external focus of attention promotes focus of the learner on the task goal. The results are discussed in terms of benefits of external focus instructions for facilitating motor learning and goal-action coupling.
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Azarpaikan, Atefeh, Hamid Reza Taherii Torbati, Mehdi Sohrabi, Reza Boostani, and Majid Ghoshoni. "Timing-Dependent Priming Effects of Anodal tDCS on Two-Hand Coordination." Journal of Psychophysiology 34, no. 4 (October 1, 2020): 224–34. http://dx.doi.org/10.1027/0269-8803/a000250.
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Abstract. The aim of study was to investigate the interaction of time of applying anodal transcranial direct current stimulation (tDCS) with motor learning using a two-hand coordination (THC) task. Sixty-four healthy participants were tested under four stimulation conditions: anodal tDCS a head of the motor task, anodal tDCS during the motor task, anodal tDCS following the motor task, and sham tDCS. Transcranial direct current stimulation (tDCS) stimulation was applied on cerebellum by using a weak direct current (15 min) of 1.5 mA generated by a battery and regulated by the drive stimulator. The results show that on-line learning increased in the anodal tDCS-during group ( p = .039). The anodal tDCS-after group relied more on off-line learning ( p = .05). The during-tDCS and after-tDCS groups achieved greater improvements in speed/accuracy than the before-tDCS and sham-tDCS groups. The cerebellar tDCS may play a significant role to speed up motor skill acquisition and improve motor skill accuracy.
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Winter, W. E. "Acquisition of Expertise on a Difficult Perceptual-Motor Task by an Amnesic Patient." Perceptual and Motor Skills 94, no. 1 (February 2002): 59–67. http://dx.doi.org/10.2466/pms.2002.94.1.59.
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Zhang, Hang, Mila Kulsa, and Laurence Maloney. "Acquisition and transfer of models of visuo-motor uncertainty in a throwing task." Journal of Vision 15, no. 12 (September 1, 2015): 976. http://dx.doi.org/10.1167/15.12.976.
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Foreman, K. Bo, Stuart Sondrup, Christopher Dromey, Eon Jarvis, Shawn Nissen, and Leland E. Dibble. "The Effects of Practice on the Concurrent Performance of a Speech and Postural Task in Persons with Parkinson Disease and Healthy Controls." Parkinson's Disease 2013 (2013): 1–8. http://dx.doi.org/10.1155/2013/987621.
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Purpose. Persons with Parkinson disease (PD) demonstrate deficits in motor learning as well as bidirectional interference (the performance of one task concurrently interferes with the performance of another task) during dual-task performance. Few studies have examined the practice dosages necessary for behavioral change in rehabilitation relevant tasks. Therefore, to compare the effects of age and PD on motor learning during dual-task performance, this pilot study examined persons with PD as well as neurologically healthy participants during concurrent performance of postural and speaking tasks.Methods. Seven persons with PD and 7 healthy age-matched and 10 healthy young control subjects were tested in a motion capture facility. Task performances were performed concurrently and recorded during 3 time periods (acquisition (beginning and ending), 48-hour retention, and 1-week retention). Postural control and speech articulatory acoustic variables were measured.Results. Healthy young participants consistently performed better than other groups on all measured postural and speech variables. Healthy young participants showed decreased variability at retention, while persons with PD and healthy age-matched controls were unable to consistently improve their performance as a result of practice. No changes were noted in the speech variables.Conclusion. The lack of consistent changes in motor performance in any of the tasks, except in the healthy young group, suggests a decreased efficiency of motor learning in the age-matched and PD groups and argues for increased practice dosages during balance training.
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Creelman, Jim. "Influence of Mental Practice on Development of Voluntary Control of a Novel Motor Acquisition Task." Perceptual and Motor Skills 97, no. 1 (August 2003): 319–37. http://dx.doi.org/10.2466/pms.2003.97.1.319.
Full textAbstract:
The purpose of this investigation was to assess whether mental practice facilitates the development of voluntary control over the recruitment of the abductor hallucis muscle to produce isolated big toe abduction. A sample of convenience of 15 women and 20 men with a mean age of 28.8 yr. ( SD = 5.7) and healthy feet, who were unable voluntarily to abduct the big toe, were randomly assigned to one of three groups, a mental practice group, a physical practice group, and a group who performed a control movement during practice. Each subject received neuromuscular electrical stimulation to introduce the desired movement prior to each of five practice bouts over a single session lasting 2 hr. Big toe abduction active range of motion and surface electromyographic (EMG) output of the abductor hallucis and extensor digitorum brevis muscles were measured prior to the first practice bout and following each practice bout, yielding seven acquisition trials. Acquisition is defined as an improvement in both active range of motion and in the difference between the integrated EMG of the abductor hallucis and extensor digitorum brevis muscles during successive acquisition trials. Seven members of both the mental and physical practice groups and one member of the control group met the acquisition criteria. Chi-square analysis indicated the group difference was statistically significant, suggesting mental practice was effective for this task.